MS-ETS1-2 Engineering Design

MS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

  • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Crosscutting Concepts

Connections to MS-ETS1.B: Developing Possible Solutions Problems include:

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

Articulation of DCIs across grade-bands:

3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.A ; HS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-2)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2)
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-2)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-2)

MS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

  • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Crosscutting Concepts

Connections to MS-ETS1.B: Developing Possible Solutions Problems include:

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

Articulation of DCIs across grade-bands:

3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.A ; HS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-2)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2)
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-2)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-2)

MS-ETS1-2   Engineering Design

Students who demonstrate understanding can:

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

  • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

  • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Crosscutting Concepts

Connections to MS-ETS1.B: Developing Possible Solutions Problems include:

Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5

Articulation of DCIs across grade-bands:

3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C ; HS.ETS1.A ; HS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-2)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2)
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ETS1-2)
7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.